The method used was quantitative research with pre-experimental research consisting of pre-test, treatment and post-test. Erwin Akib, M.Pd., Ph.D, Dean of the University of Muhammadiyah Makassar Teacher Training and Education Faculty.
INTRODUCTION
- Background
- Problem Statement
- Significance of the Research
- Scope of the Research
Although teachers, textbooks and the school environment are more specific in this sense, the notion of media in the learning process is often interpreted as graphic, photographic or electronic tools for capturing, processing and rearranging visual or verbal information. It is expected that this research will be useful in helping teachers solve their problem in teaching English, especially in the field of reading.
REVIEW OF LITERATURE
- Previous Research Related Findings
- Some Pertinent Ideas
- Reading Skill
- Reading Comprehension
- Webtoon Application
- Component of Webtoon Applicaton
- Conceptual Frameworks
- Hypothesis
Besides listening, speaking and writing, reading is one of the most crucial skills in language learning. Snow includes the readers' capacities, abilities, knowledge and experiences as part of the reader components.
RESEARCH METHOD
- Research Design
- Research Variables and Indicators
- Population and Sample
- Research Instrument
- Procedure of Data Collection
- Technique of Data Analysis
Improving the students' literal reading comprehension The researcher found that the use of web tone application is effective in improving the students' literal reading comprehension. Based on the table above, it shows the mean score of the indicator of each variable in students' literal reading comprehension. To clearly see the improvement of the students' performance in literal reading comprehension, the following picture is presented.
To clearly see the improvement in the performance of the students in literal reading comprehension, the following image is presented. It means that students' literal reading comprehension performance improves after being taught through a webtoon application. This was supported by the mean score and percentage of the students' pre- and post-test result.
Based on the table, 4.4 shows the average score of the indicator of each variable in students' literal reading comprehension. This means that the use of web tone application in teaching reading comprehension improves the students' performance in literal reading comprehension.
FINDINGS AND DISCUSSION
Findings
It indicated that using webtoon applications for teaching and learning reading comprehension is effective because there is an improvement in students' performance from Pre-test to Post-Test. Students' mean score for main idea in Pre-Test was 60.75 improved to 71.25 in Post-Test and the improvement from Pre-Test to Post-Test was 14.74%, students' mean score of. Therefore, based on the accurate general information, the average score of the students' literal reading in the Pre-Test was 49.33, and the average score of the Post-Test was 62.33, and the improvement of the Pre-Test and Post-Test was 20 ,51.
Based on the results, he concluded that the use of the webtoon application could contribute well to the development of students' reading achievements, especially in literal reading comprehension. In order to clearly see the improvement of the student's achievements in literal reading comprehension, the following figure is presented. Based on the figure, the average increase in students' achievement in literal reading comprehension is about 21%, the largest increase is in meaning words, about 34%, and each increased 14% in main idea and 13% in supporting details. According to the percentage of grades in table 4.2, in the pre-test it was found that no student got an excellent grade, or 1 (5%) student got a very good grade, students got a good grade of 6 (30%), students got a fair grade of 6 (30%) and poor rank 2 (10%).
Based on the percentage in table 4.5, the Pre-Test shows that there are no students who received an excellent and very good classification, with 3 (15%) students receiving a good classification, the students receiving a fairytale classification 1 (5% ), students received a good 1 (5%), and the highest percentage of students with a poor rating 15 (75%). Based on the level of significance and degree of freedom (df)=19, p=0.05 above, the value of t-table=1.72913. The result of the t-test for the used webtoon application improved the literal reading comprehension of students. seen below.
Discussion
The description of data collected through reading test as explained in previous section shows that the students' literal reading comprehension in term main idea has improved, this can be seen from the average score of main idea in Pre-test was 60.75 and the average score of Post-test was 71.25, the improvement of pre-tet and Post test was 14.74%. The description of data collected through reading test as explained in previous section shows that the students' literal reading comprehension in term supporting details has improved, this can be seen from the mean score of supporting details in Pretest was 44.75 and the mean score of Post -Test was 51.25, the improvement of pre-tet and Post-Test was 12.69%. The description of data collected through reading test as explained in previous section shows that the students' literal reading comprehension in term meaning words has improved, this can be seen from the mean score of meaning words in Pre-test was 42.50 and the mean score of Post-test was 64.50, the improvement of Pre-test and Post-test was 34.10.
From the detailed general information, the mean score of the student's literal reading in the pretest was 49.33, and the mean score of the post-test was 62.33, and the improvement between the pre-test and the post-test was 20.51. The use of webtoon can develop students' literal reading comprehension in terms of the main idea, as evidenced by the student's average score of the main idea in the pre-test 44.75 and the average score in the post-test 51.25, the improvement of the pre-tet and post-test was 14, 74%. The use of webtoon can develop students' literal reading comprehension achievement in terms of supporting details, as evidenced by the student's average support detail score in the pre-test of 42.50, and the average post-test score of 64.50, the pre-test and post-test improvement was 12.69 .
The use of web tone can develop students' achievement of literal reading comprehension in terms of what words mean, this is proven by students' average score of meaning words i in Pre-test was 42.50 and the average score of Post-test was 64.50, the improvement of pre-tet and Post-Test 20,51. The use of web tone can develop students' achievement of literal reading comprehension, it is proven from the extract general information, the average score of students' literal reading in Pretest was 49.33, and average score of Posttest was 62, 33, and the improvement of pre-test and post-test was 20.51.
CONCLUSION AND SUGGESTION
Conclusion
Based on the result, it was concluded that the use of the webtoon application could make a good contribution to the development of students' reading performance, especially with regard to literal reading comprehension.
Suggestion
Webtoon Application
After Webtoon has already been installed, students need to register an account using Facebook, twitter, line and email, or they can also skip it.
Webtoon Language Setting
Webtoons’ Genre
Webtoons’ Story
Conceptual Frameworks
Based on the results with this strategy, they showed an improvement in students' achievement in literal reading. After passing the pre-exam, the writer conducts a review for the students using the online application. This is done to know the achievement of the students before and after the treatment using the webtoon application to develop the reading achievement of the students.
To find out the score of the students' answer to the test, the researcher used formula. Learners locate and use all relevant information provided directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding. Learners locate and use the most relevant information provided directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
Students locate and use some relevant information stated directly in the text to answer the question, complete. Students locate and use little or no relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
Then the percentage of students in Post-Test shows that 2 (10%) students got excellent classification, 1 (5%) students got very good classification, 8 (40%) students got good classification, 5 (25%) students received a fair classification and 4 (20%) students received a poor classification.
Based on the percentage in table 4.3, the Pre-Test shows that no students received an excellent, very good and reasonable classification, while 4 (20%) students received a good classification and 8 (40%) students received a received a poor classification , and 8 (40%) students received a very poor classification. Subsequently, the percentages of students in the post-test show that no students received a very good classification, 2 (10%) students received an excellent classification, 1 (5%) students received a good classification, 4 (20% ) students received an excellent rating. fair classification, 9 (40%) students received a poor classification and 4 (20%) students received a very poor classification.
According to the percentage of grades in Table 4.4, in the pre-test it was found that no student got an excellent and very good grade, 2 (10%) students got a good grade, and 2 (10%) got a fair grade, 9 (45%) students got a bad grade, and 7 (35%) students got a very bad grade. Then the percentage of students in the post-test is found that there is no student who got very good and very bad grade, 2 (10%) students got excellent classification, 7 (35%) students had good classification, 6 (30 % ) students got a good classification, and 5 (25%) students got a bad one.
The Frequency and Rate Percentage of The Students Literal
And from the rate percentage that no students got excellent and very good classification, 3 (15%) students got good classification, students got fairy classification 1 (5%), students got good 1 (5%), and the highest percentage of students in poor classification 15 (75%). Who used webtoon comics in learning narrative text, students' reading comprehension and students' reactions to the media based on the data, the results showed that the use of webtoon comics as learning to read narrative text. The effectiveness of using web tone for students' reading comprehension on narrative text in the tenth grade of ma'arif al mukarrom in academic year universitas muhammadiyah ponorogo.
Prasetyadi (2015) Penggunaan komik untuk meningkatkan motivasi siswa VIII G dalam membaca teks bahasa Inggris di SMP Negeri 2 Yogyakarta. Siswa dapat mengidentifikasi gagasan pokok dan makna kata dalam teks narasi tertulis yang berkaitan dengan cerita online. Ide Pokok Ide pokok atau main idea merupakan gagasan yang menjadi inti suatu paragraf.
Setiap paragraf hendaknya mempunyai gagasan pokok agar pembaca mengetahui apa yang ingin disampaikan penulis dalam tulisannya.Ide pokok juga berupa kalimat, biasanya ditempatkan pada kalimat pertama. Namun, gagasan utama juga bisa diletakkan di tengah atau di akhir paragraf, tergantung bagaimana penulis menyusunnya.
